全球化背景下欧洲高等教育质量保障体系建构与启示——基于对博洛尼亚进程20年的回顾

郑淳

全球化背景下欧洲高等教育质量保障体系建构与启示——基于对博洛尼亚进程20年的回顾

郑淳

详细信息

作者简介:
郑淳,男,西南交通大学国际合作与交流处助理研究员(四川成都,611756)

中图分类号: G649.1
计量
- 文章访问数: 744
- HTML全文浏览量: 197
- PDF下载量: 37
- 被引次数: 0
出版历程
- 收稿日期: 2019-12-11
- 网络出版日期: 2021-07-16

The Construction and the Enlightenment of European Higher Education Quality Assurance System in the Context of Globalization——Based on a Review of the 20 Years’ Promotion of the Bologna Process

ZHENG Chun

摘要

摘要: 欧洲高等教育区的成功建立为欧洲各国聚合世界优质高等教育资源、提升高等教育全球治理能力提供了新的理念与途径。而建构基于博洛尼亚进程框架的欧洲高等教育质量保障体系是推动形成欧洲高等教育区的关键。欧洲高等教育质量保障体系具有组织架构完善、法律法规基础厚实、相关政策和制度工具透明度高及可持续性强等特点，确保了质量保障工作的科学布局与有效实施，使质量保障工作真正成为推进欧洲高等教育一体化进程的“引导剂”与“指挥棒”。当前，我国高等教育质量保障体系存在法理支撑基础不够厚实、信息共享度和透明度不够高等问题。我国应适度借鉴欧洲高等教育质量保障体系建构的路径与经验，以加强高等教育质量保障体系法理支撑基础、加强高等教育利益相关的参与、强化社会贡献度的导向等为关键抓手，进一步构建科学、高效，并适应我国高等教育发展现实需求的高等教育质量保障体系。
- 博洛尼亚进程 /
- 欧洲高等教育区 /
- 质量保障体系 /
- “双一流”建设
Abstract: The successful establishment of the European Higher Education Area (EHEA) has provided new opportunities and ways to aggregate the world's high-quality higher education resources and enhance the global governance capabilities of higher education across the world. The construction of the European higher education quality assurance system based on the Bologna Process is the key to promoting the formation of EHEA. The European higher education quality assurance system has the characteristics of well-developed organizational structure, thick legal and regulatory foundations, high transparency and sustainability of relevant policies and institutional tools, which ensure the scientific layout and effective implementation of quality assurance work, and accordingly making the quality assurance work truly promoted. At present, China’s higher education assurance system has several problems, such as insufficient legal support, insufficient sharing and insufficient transparency of relevant information, lack of the participation of other non-official organization in quality evaluation. China should to some extent learn from the path and experience of European higher education quality assurance construction in order to strengthen the legal support foundation of higher education quality assurance system, enlarge the scale of participation of stakeholders of higher education, further highlight the contribution of universities made to the society, optimize the ecological environment of higher education development, and explore the collaborative mechanism as to further improving the evaluation by involving more social organizations. All of these are the keys to further construct a scientific, efficient, and higher education quality assurance system that meets the practical needs of China's higher education development.
- Bologna Process /
- European Higher Education Area /
- quality assurance system /
- “double first-class” construction

HTML全文

参考文献(31)

[1]	EHEA Ministerial Conference. Sorbonne Joint Declaration[EB/OL].(1998-05-25)[2019-10-23].http://www.ehea.info/media.ehea.info/file/1998_Sorbonne/61/2/1998_Sorbonne_Declaration_English_552612.pdf.
[2]	Bologna Policy Forum. Bologna Policy Forum Statement-Vienna[EB/OL].(2010-03-25)[2019-10-23].http://www.ehea.info/media.ehea.info/file/2010_Vienna/83/2/Vienna_BPF_Statement_597832.pdf.
[3]	刘宝存. 博洛尼亚进程的最新进展与未来走向[J]. 比较教育研究,2009(10):1-6.
[4]	EHEA Paris 2018. Paris Communique[EB/OL].(2018-05-25)[2019-10-23]. http://www.ehea.info/media.ehea.info/file/2018_Paris/77/1/EHEAParis2018_Communique_final_952771.pdf.
[5]	王新凤, 钟秉林. 欧洲高等教育区质量保障的发展趋势与经验借鉴[J]. 中国大学教学,2017(12):84-90.
[6]	陈寒. 欧洲高等教育区质量保障标准:发展与启示[J]. 中国高教研究,2018(6):90-97.
[7]	陈凡. 欧洲高等教育质量保障新标准:理念与启示[J]. 中国高教研究,2016(6):92-96.
[8]	陈璐. 博洛尼亚进程下德国高等改革研究[D]. 贵阳:贵州师范大学,2015:13-29.
[9]	张广山, 熊健民. 博洛尼亚进程中罗马尼亚高等教育改革及启示[J]. 教育探索,2016(7):146-149.
[10]	冯惠敏. 挪威推进高等教育质量文化建设的举措及其启示[J]. 高等教育研究,2018,39(2):102-109.
[11]	王惠芝. 博洛尼亚进程中的乌克兰高等教育改革研究[D]. 杭州:浙江师范大学,2014:13-42.
[12]	Y. Inna. Quality Assurance of Doctoral Training in the Context of the Development of the European Higher Education Area[J]. ESSPUIR,2017,10(74):86-103.
[13]	Y. Inna. Procedural Aspects of Quality Assurance Internationalization in the European Higher Education Area[J]. ESSPUIR,2018,5(79):36-46.
[14]	Z. D. Zlata. Quality Assurance of Higher Education in a European Higher Education Area (EHEA)[J]. Repository of the University of Osijek,2008,15(1):39-44.
[15]	V. Tsiantos. Quality Assurance and Accreditation in Greece:A Critical Look at the Informatics and Telecommunications Departments[C]//2014 International Conference on Telecommunications and Multimedia (TEMU). New York:IEEE,2014:52-57.
[16]	Follow-up Group of the Bologna Process. Furthering the Bologna Process:Report to the Ministers of Education of the Signatory Countries[EB/OL].(2003-03-25)[2019-10-21].http://www.ehea.info/media.ehea.info/file/2001_Prague/70/8/2001_Prague_BFUG_Report_553708.pdf.
[17]	李长华. 推进欧洲高等教育一体化的博洛尼亚进程[J]. 外国教育研究, 2005,32(4):69-72.
[18]	B. Rosamund. Theories of European Integration[M]. Basingstoke:Palgrave Macmillan,2000:10.
[19]	Guy Haug. Trends and Issues in Learning Structure in Higher Education in Europe:Executive Summary[EB/OL].(1999-06-06)[2019-10-23]. http://ceps.pef.uni-lj.si/images/knjiznica/bologna2/1999.06.6Haug18.06.1999.pdf.
[20]	Cardoso S. Tavares O, Sin C. The Quality of Teaching Staff:Higher Education Institutions' Compliance with the European Standards and Guidelines for Quality Assurance-the case of Portugal[J]. Educational Assessment, Evaluation and Accountability, 2015,27(3):205-222.
[21]	EQAR. EQAR Strategy 2018-2022[EB/OL].(2018-04-23)[2019-10-23]. http://ehea.info/media.ehea.info/file/2018_Paris/45/0/EQAR_Strategy2018-2022_950450.pdf.
[22]	EQAR. Message to the EHEA Minister Conference[EB/OL]. (2018-05-24)[2019-10-23]. http://www.ehea.info/media.ehea.info/file/2018_Paris/44/8/EQAR_GA14_05_1_Message_to_Ministers_v1_0_950448.pdf.
[23]	刘志林. 博洛尼亚进程下欧洲高等教育质量保障体系的研究与反思[J]. 现代教育管理, 2018(9):113-117.
[24]	Swedish Council for Higher Education. The Swedish Higher Education Act[EB/OL].(2019-08-02)[2019-10-23].https://www.uhr.se/en/start/laws-and-regulations/Laws-and-regulations/The-Swedish-Higher-Education-Act/.
[25]	EQAR. Code of Registration[EB/OL].(2019-07-04)[2019-10-23].https://www.eqar.eu/assets/uploads/2019/07/EB_07_1_CodeOfConduct_v2_0.pdf.
[26]	G. N. Motova. The Bologna Process:15 Years Later[J].Russian Education & Society,2016,58(4):313-333.
[27]	EQAR. Public Review:Database of External Quality Assurance Results (DEQAR)[EB/OL].(2018-05-22)[2019-10-23].https://www.eqar.eu/the-database-of-quality-assurance-reports-deqar.
[28]	EQAR. Reports in DEQAR with Institutions and Countries Covered[EB/OL].(2019-10-23)[2019-12-31].https://www.eqar.eu/about/annual-reports/2018-2/database-of-external-qa-results-deqar/#database-development-and-aims.
[29]	教育部. 对十三届全国人大二次会议第7886号建议的答复[EB/OL].(2019-08-21 )[2019-10-23].http://www.moe.gov.cn/jyb_xxgk/xxgk_jyta/jyta_xwb/201910/t20191016_403727.html.
[30]	宋前娟. 我国高等教育评估法律规制研究[D]. 上海:华东师范大学,2013:1.
[31]	教育部. 系列高等教育质量报告首次发布[EB/OL].(2016-04-27)[2019-10-23].http://www.moe.gov.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2016n/xwfb_160407/160407_sfcl/201604/t20160406_236891.html.